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authors: Povoroznyuk S., Pavlyshena M.
Urgency of the research. The necessity of studying the peculiarities of forming the family and everyday competence of the children of the senior preschool age by means of Ukrainian folk tales is determined by the modern tendencies of the development of Ukrainian society, the social need to educate young people in patriotic feelings, from the instillation of love to the native people of the nearest family circle and continuing the formation of the integral identity of the citizen of the patriot of Ukraine. At the same time, it is important to introduce into the educational process modern innovative technologies using cultural means, and in particular Ukrainian folk tales.
Target setting. Is it advisable to use the Ukrainian folk fairy tale as one of the main ethno-cultural means for forming the family-home competence of children of the senior preschool age?
Actual scientific researches and issues analysis. The analysis of recent researches and publications of the fairy-tale as an ethno-cultural tool for the upbringing and development of children of preschool age was the subject of the research of many modern scholars: A. Bogush, N. Lysenko, T. Ponimanska, O. Surmylo, V. Maxymova, O. Lytvyshko, A. Karnaukhova, N. Syvachuk.
The research objective. It is necessary to describe the concept of “family and domestic competence”, as well as to study the educational potential of the Ukrainian folk tale in terms of its application as one of the means of forming awareness of children with the norms and rules of family life and the ability to maintain friendly, friendly, trusting relationships in the family circle, to take care and love for relatives and family members.
The statement of basic material. Family – is a single, inseparable interaction of parents and children. Parents give children knowledge, understanding of the word, experience of social relations and social forms of behavior. Only in a shared life with adults, sharing their joys and cares, taking part in the responsibility, the child experiences a real person and learns to appreciate their family. Family-home competence overcomes knowledge and compliance with the rules and rules of family, family life with a child. Presenting a fairy tale, the original educational ideals of the Ukrainian people ensure the formation of a child’s careful and caring attitude towards the parents, other family members, caregivers, peers; convincing in the undeniable victory of good over evil, in the ability of a person to achieve his goal, provided that some effort is made; shape a child’s faith in a positive future, a sense of trust in the outside world.
Conclusions. Therefore, the Ukrainian folk tale is an effective educational tool, the use of which contributes to the revitalization of the spiritual and creative potential of children, the imposition of love and respect for the family, the upbringing of a respectful attitude towards all members of his family, as well as the formation in children of high speech culture by means of native language; instilling love for your native land, your people; to cultivate respect for the cultural heritage of the native people.
Keywords: competence, family and household competence, Ukrainian folk tale, ethno-cultural means of education and development.
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author: Verezomska S.
Urgency of the research. Due to the rapid changes and increasing informatization of modern society the attention of the domestic and foreign scientists is paid to the problem of updating the traditional methods of teaching process in the institutions of higher education and implication of modern innovative technologies. The research of opportunities and prospects for inclusion training methods in the educational process in higher educational institutions as a mandatory part of the modern educational process is vitally important.
Target setting. The article analyses the implementation of training technology for teaching sociology as one of the most pressing and innovative methods in institutions of higher education. The benefits of training classes as the basis of student-oriented learning in modern conditions are substantiated. The paper considers the prospects of implementation of training technology in the educational process.
Actual scientific researches and issues analysis. Theoretical aspects of the training as a promising form of educational technology are dealt with foreign and domestic scholars, such as J. Caple, R. Barkley, I. Vachkov, S. Deriabo, M. Artiushyna, N. Butenko, G. Kovalchuk, A. Cherpak.
The research objectives. The benefits of training technologies in teaching sociology, as the most innovative teaching methods in modern institutions of higher education are described.
The statement of basic materials. Basic material is divided into two parts: a review of the training sessions as innovative forms of educational process and analysis of the teaching Sociology with the use of training technologies
Conclusions. The experience of training technology implementation in Poltava University of Economics and Trade shows that it is estimated by students. Students believe that the use of the training technologies during the lessons leads to a greater interest in the subject; links theory to practice; activates their cognitive activity; helps them in self-fulfillment; reveals their creative potential; creates the ability to work in a team and effective problem solving, which contributes to the intensity of the training. On the training sessions, the teacher has the opportunity to engage all students into the process of training and to acquaint the audience with new material.
Keywords: higher educational institution, sociology, training technologies, innovative methods of teaching, competence, Poltava University of Economics and Trade.
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author: Halytskyi O.
Urgency of the research. Attracting the latest technology to the educational industry is a fairly balanced decision. The branch of education is an integral part of modern society. Today, there are plenty of e-learning resources available, but you need to use the latest technology to access them.
Target setting. In today's conditions of the development of the information society, the use of the latest information technologies in the educational sector is becoming increasingly important. There is a large number of electronic educational resources, so there is a problem in their proper use during the educational process and modern interpretation, that is, with the involvement of the latest programs and teaching aids. Such tools are web-based computer systems.
Actual scientific researches and issues analysis. The introduction of modern information technologies into the educational process was dealt with by domestic and foreign scholars among them: V. Bykov, Y. Goroshko, M. Zhaldak, V. Klochko, N. Morse, S. Rakov, Y. Ramsky, S. Semerikov, O. Spirin, Y. Smirnov-Trybulskaya, Y. Tryus and others.
The research objective. The purpose of this study is to review modern web-based computer systems for managing electronic educational resources.
The statement of basic materials. This article examines the types of electronic educational resources used in higher education institutions. The main types of web-based computer systems for managing electronic educational resources are considered. It describes how, using web-based computer systems, it is possible to manage the electronic educational resources of a higher education institution.
Conclusions. Having considered the varieties of e-learning resources for effective use and management, three types of web-based computer systems were identified, namely content management systems for websites, content management systems and web-based publishing systems. During the study, it was shown how an appropriate e-learning resource can be used and managed in a web-based computer system (s).
Keywords: e-learning resources, web-based computer systems, electronic document, electronic edition, computer test, distance learning course.
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author: Kyvliuk O.
Urgency of the research. At the current stage of the development of education, the use of information and communication technologies (ICT) in education has become a process mediated, and sometimes not controlled. It is proved that the introduction of information and communication, digital, electronic resources and technologies facilitates the intensification of the educational process. However, they carry certain dangers. So, without their thorough analysis and identification of certain limits to the implementation of information pedagogy, as a type of pedagogy, which is due to the functioning of information resources, and their development, the consequences of such a fetishization of technological progress can be irreversible not only for education, but for society as a whole.
Target setting. In pedagogical science, the question of the measured, balanced, methodically competent use of information and communication technologies in the educational process still remains a problematic issue. This problem concerns not only the classroom sessions, but also self-preparation, self-knowledge, leisure time, and the like.
Actual scientific researches and issues analysis. Studies of the use of ICT in the educational process are studied by such modern Ukrainian scientists as: V. Bykov, A. Hurzhii, M. Zhaldak, A. Kudin, N. Morze, O. Spirin, S. Yashanov, who have their own scientific schools, and continue research in this direction. The following philosophers: V. Andrushchenko, V. Bekh, V. Voronkova, L. Drotianko, V. Kremin, V. Nechytailo, N. Polishchuk, O. Skubashevska, A. Yaroshenko and other famous Ukrainian scientists, are engaged in conceptualization and theoretical analysis of the processes of informatization of education.
The research objectives are to determine the boundaries, possibilities and contradictions of the process of implementing information pedagogy in Ukraine in the context of using ICT as an educational technology.
The statement of basic materials. The external (cyber-, internet-, social network addiction, cyber plagiarism, life virtualization, video game addiction, information manipulation, depersonalization and so on) and internal boundaries(psychological and physical loads)are identified, and the optimal parameters(the information culture, didactic soundness, controllability, material and technical security, ergonomics, etc.)for the implementation of the tasks and principles of information pedagogy in the context of the use of information and communication technologies in the educational process are defined.
Conclusions. The implementation of information pedagogy in the context of using ICT is made possible by determining the optimal parameters: the formation of an information, network, virtual culture; modernization of educational and cognitive activity; organization of control and self-control; the formation of ergonomic thinking; a combination of traditional and new information and educational technologies of education.
Keywords: information pedagogy, information and communication technologies, educational process, information society.
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